Kompetencje komunikacyjne jako „wewnętrzny” problem teorii rozwoju nauki
Communicative Competencies as ‘Internal” Factor in Scientific Development

Summary/Abstract: The paper addresses the problem of the role of communicative competencies in scientific development. As I shall argue, both the latest findings in neurobiology of cognitive processes and the advancement in cross-disciplinary research, give lie to the notion of there being an unbridgeable gap between science and humanities (broadly construed). Quite opposite is the case: the growth of scientific knowledge and the development in humanities should be regarded as mutually tangled, and the relationship between them should be fostered. In the first part of the paper, a conceptual frame will be offered that best serves the purpose of revealing how strongly communicative competencies bear on cognitive development. The method to be used is a special (i.e., neuro-scientifically motivated) form of the so called cognitive-historical approach (as Nancy Nersessian names it), which highlights parallels between the growth of knowledge on both phylogenetic (historical) and ontogenetic levels. My aim is to demonstrate that scientific development prompts communicative development and hinges upon it at the same time, and thus, philosophical reflection on science cannot do without the “humanistic” notion of understanding.

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